Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  MARY’S EMOTIONAL MATURITY AS SEEN IN VALERIE MARTIN’S MARY REILLY A Thesis Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By EMILIANA ARTI SUSANTI Student Number: 001214084 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2007

  

ACKNOWLEDGMENTS

  First of all, from the deepest of my heart I would like to thank God Almighty for His blessing, grace, and mercy. He gives me faith that there is nothing impossible and it is the biggest spirit for me in finishing this thesis. I am indebted to my major sponsor, Dra. Wigati Yektiningtyas-Modouw, M.Hum., who has patiently guided me in writing this thesis. My sincere gratitude goes to Laurentia Sumarni, S.Pd., for sparing times during her busy hours, advises, and being very helpful in correcting my thesis.

  I would like to thank A. Hardi Prasetyo, S.Pd., M.A. and Made Frida

  

Yulia, S.Pd., M.Hum., and all the lecturers of English Language Education Study

Program of Sanata Dharma University for enriching my knowledge.

  My warmest love and gratitude are addressed to my beloved father, Thomas

  

Waluyo and my beloved mother, Margaretha Sarjiyem for caring about me and

  always trusting me in everything I do. I would like to thank my sisters, Cisilia

  

Artiani and Fransiska Widiarti. I would say that I am proud of being born from the

  same womb with them both. I would like to thank my dearest nephews and nieces;

  

Agung, Ambar, Andre, Putri, and Fian for inspiring me how to be a good teacher

  for children. I would also like to express my special thank to Ruben Egbert

  

Yohanes. I thank him for loving me just the way I am, for always being so

  understanding, patient especially when I feel down in doing this thesis, and for giving colours to my life.

  My special thanks go to my best friend, Martha, for telling me what I do not know and her sincerity in introducing me to a lot of new experiences. I thank Angga for her kindness, smile, and helps anytime I get difficulties. I thank Anna Olive for all the times we shared. Knowing them all is the best episode of my life. I thank Lea,

  

Ichak, Ithin, Ulil, Chie, Phie, Tato, mbak Nunung, mas C-thol, Rino and

Massandre for every little thing they do to encourage me in doing this thesis. I thank

  all the members of Habitat for Humanity Jogja for giving me opportunity to apply my English skill and a place to be more human.

  I thank Dewo, Prim, Rovky, Ika Widhi, dek Eliz, Intan, Putut, Indah and all the students of PBI 2000 for every moment we spent. I thank also Vivin PBI’02 for being my partner to discuss many things in this life and share our crazy thought about our experiences at campus. I thank my friends of KKN in Jali; Andre Psi’00,

  

Sisca IKom’00, Denny PMat’00, Okky SIng’00, Via Far’00, Agnest PSej’00,

Mudika St. Paulus , and my friends in Miracle.

  Last but not least, I thank those whom I cannot mention one by one. I am grateful to know them all and May God bless us all.

  Yogyakarta, February 14, 2007 The Writer

  Emiliana Arti Susanti

  I shall be telling this with a sigh Somewhere ages and ages hence; Two roads diverged in a wood, and I – I took the one less traveled by, And that has made all the difference

• - Robert Frost –

  I see I have thi s pati ence to wai t i t out, and the truth i s no matter how dark I feel I woul d never take my own l i fe, because when the darkness i s over, then what a bl essi ng i s the feebl est ray of l i ght!

• - Valerie Martin –

  I dedicate this thesis to My beloved parents, sisters, friends, life My love and those who love me… … …

  TABLE OF CONTENTS

  TITLE PAGE ................................................................................................... … i PAGE OF APPROVAL ................................................................................... … ii PAGE OF BOARD OF EXAMINERS .............................................................. … iii STATEMENTS OF WORK’S ORIGINALITY ................................................ … iv ACKNOWLEDGEMENTS ............................................................................. … v PAGE OF DEDICATION .................................................................................. … vii TABLE OF CONTENTS ................................................................................... .. viii TABLE OF APPENDICES ................................................................................. . xi ABSTRACT ........................................................................................................ . xii

  ............................................................................................................. . xiii

  ABSTRAK

  CHAPTER 1. INTRODUCTION ................................................................... … 1 1.1. Background of the Study ................................................... … 1 1.2. Objectives of the Study ..................................................... … 4 1.3. Problems Formulation ....................................................... … 5 1.4. Benefits of the Study ......................................................... … 5 1.5. Definition of Terms ........................................................... … 5 CHAPTER 2. REVIEW OF RELATED LITERATURE ............................... … 8

  2.1. Review of Literary Theories ................................................ . 8

  2.1.1. The Critical Approach in Literary Study .................... . 8

  2.1.2. Theory of Character ................................................... . 10

  2.1.3. Theory of Characterization ......................................... . 11

  2.2.1. The Theory of Child Abuse ..................................... … 13

  2.2.1.1. Kinds of Child Abuse ................................ … 13

  2.2.1.2. The Impact of Child Abuse ....................... … 14

  2.2.2. Theory of Adult Emotional Maturity ...................... … 16

  2.3. Criticisms ......................................................................... … 20

  2.4. Theoretical Framework .................................................... … 21

  CHAPTER 3. METHODOLOGY .................................................................. … 23

  3.1. Subject Matter .................................................................. … 23

  3.2. Approaches ....................................................................... … 24

  3.3. Procedures ........................................................................ … 25

  CHAPTER 4. ANALYSIS .............................................................................. … 27

  4.1. The Description of Mary’s Character ............................... … 27

  4.1.1. Being Smart ............................................................ … 28

  4.1.2. Being Inferior ......................................................... … 30

  4.1.3. Being Trustworthy .................................................. … 32

  4.1.4. Being Introvert ....................................................... … 34

  4.1.5. Being Fanciful ........................................................ … 37

  4.2. The Description of Mary’s Adult Emotional Maturity .... … 38

  4.2.1. Mary’s Abusive Childhood .................................... … 39

  4.2.2. Mary’s Emotional Maturity .................................... … 42

  4.2.2.1. In Being Interdependent ............................ … 42

  4.2.2.2. In Having a Positive Outlook on her Experience ...................................... … 44

  4.2.2.3. In Being Sensible to the Needs of Others . … 47

  4.2.2.4. In Dealing Constructively with her Frustration ................................................. … 49

  4.2.2.5. In Willing to Assume Adult Responsibility … 51

  CHAPTER 5. CONCLUSIONS AND SUGGESTIONS ................................. … 54

  5.1. Conclusions ....................................................................... … 54

  5.2. Suggestions ........................................................................ … 56

  5.2.1. Suggestions for Future Researchers ........................ … 56

  5.2.2. Suggestions for English Teaching Learning ........... … 57

  5.2.2.1. Implementation in Teaching Reading ........ … 57

  5.2.2.2. Implementation in Teaching Speaking ....... … 59 BIBLIOGRAPHY ............................................................................................ … 61 APPENDICES

  

TABLE OF APPENDICES

  APPENDIX 1. About the Author ..................................................................... … 65

  2. The Summary of Mary Reilly .................................................. … 67

  3. Lesson Plan for Teaching Reading .......................................... … 69

  4. Lesson Plan for Teaching Speaking ........................................ … 72

  5. Mary Reilly pp. 9-22, 35-36, 54-55 .......................................... … 77

  

ABSTRACT

  Susanti, Emiliana Arti. 2006. Mary’s Emotional Maturity as Seen in Valerie Martin’s Mary Reilly. Yogyakarta: Sanata Dharma University.

  This study analyzes Mary Reilly, a novel written by Valerie Martin. This study is concerned with the emotional maturity of the major character, Mary, inferred from her psychological life.

  This study has two problems stated in the problem formulation: (1) How is Mary’s character described in Valerie Martin’s Mary Reilly? ; (2) How is Mary’s emotional maturity described in the novel? Therefore, the theories that are used to answer the first question are theories of character and characterization. Other related theories, such as theory of child abuse and theory of adult maturity were used to find out the answer of the second question. Those two theories are important to support the analysis of the second question since one’s adult emotional maturity closely related to her experience, including a traumatic experience, particularly child abuse in this study. In addition, this study uses a psychological approach.

  Based on the analysis, Mary’s traits reveal that she is smart, inferior, trustworthy, introvert, and fanciful. Most of them are clearly seen through her speech, her thought about life, and conversation with her Master in daily life since Mary is his housemaid. Moreover, the analysis shows that Mary’s abusive childhood and her traumatic feeling stimulate her to struggle to be mature emotionally as an adult. Mary’s emotional maturity is seen in being interdependent, in having a positive outlook on her bad experience, in being sensible to the needs of others, in dealing constructively with her frustration, and in her willingness to assume adult responsibility.

  Finally, this study provides some suggestions for future researchers concerning other possible studies of Mary Reilly and for English teaching. For future researchers, there are other psychological aspects that can be analyzed, such as Mary’s personal conflicts as a housemaid and the influence of Dr. Jekyll toward Mary’s character development. Another study may also focus on the different social class through Victorian society and use socio-cultural historical approach. This study also provides the implementation of some parts of the novel as the materials for teaching reading and speaking English skills which are intended for Students of English Language Education Study Program.

  

ABSTRAK

  Susanti, Emiliana Arti. 2006. Mary’s Emotional Maturity as Seen in Valerie Martin’s Mary Reilly. Yogyakarta: Sanata Dharma University.

  Studi ini membahas Mary Reilly, sebuah novel karya Valerie Martin. Studi ini mempelajari kematangan emosi dari tokoh utama, Mary, ditinjau dari kehidupan psikologisnya.

  Studi ini memiliki dua masalah yang dinyatakan dalam rumusan masalah: (1) Baga imana Mary digambarkan dalam novel Mary Reilly karya Valerie Martin?; (2) Baga imana kematangan emosi Mary digambarkan dalam novel? Oleh karena itu, teori-teori yang digunakan untuk menjawab pertanyaan pertama adalah teori tokoh dan penokohan. Sumber-sumber lain yang berhubungan dengan studi ini, seperti teori kekerasan pada anak dan teori kematangan emosi digunakan untuk menemukan jawaban atas pertanyaan kedua. Kedua teori ini sangat penting sebagai sumber pendukung untuk menganalisa permasalahan kedua karena kematangan emosi seseorang berkaitan erat dengan pengalamannya, termasuk pengalaman traumatis, khususnya kekerasan pada anak dalam studi ini. Sebagai tambahan, studi ini menggunakan pendekatan psikologis.

  Analisis terhadap tokoh utama cerita menunjukkan bahwa Mary adalah seorang yang pintar, rendah diri, dapat dipercaya, tertutup, dan suka berkhayal. Penggambaran tokoh Mary ini terlihat jelas dari perkataannya, pemikirannya tentang hidup dan kehidupan, dan melalui percakapan yang terjadi dengan tuannya mengingat Mary adalah salah seorang pekerja rumah tangga. Lebih lanjut, analisis studi ini menunjukkan bahwa pengalamannya sebagai korban kekerasan waktu kecil dan ketakutan yang sering menyerangnya pada saat dewasa menuntut Mary untuk manjadi seorang yang matang secara emosi sebagai seorang wanita dewasa. Kematangan emosi Mary dapat dilihat secara jelas pada dirinya dalam bentuk kemampuannya berinteraksi dengan orang lain, bagaimana ia memandang secara positif pengalaman buruknya, bagaimana dia menjadi peka terhadap kebutuhan orang lain, bagaimana dia bisa mengatasi frustrasinya, dan bagaimana dia bersungguh- sungguh dalam memikul tanggung jawabnya.

  Akhirnya, studi ini memberikan beberapa saran yang berhubungan dengan pembahasan lain untuk peneliti novel Mary Reilly selanjutnya dan dalam pengajaran bahasa Inggris. Untuk peneliti selanjutnya, mereka dapat memfokuskan penelitiannya pada aspek-aspek psikologis lainnya, contohnya konflik-konflik pribadi yang dihadapi Mary sebagai seorang pekerja rumah tangga dan pengaruh Dr. Jekyll terhadap perkembangan karakter Mary. Kemungkinan lain penelitian selanjutnya juga dapat memfokuskan studi pada perbedaan struktur kelas sosial dalam masyarakat era Victorian dengan menggunakan pendekatan sejarah kultur sosial. Studi ini juga menyediakan usulan penggunaan beberapa bagian dari novel sebagai bahan pengajaran bahasa Inggris untuk mata kuliah kemampuan membaca dan berbicara yang ditujukan bagi mahasiswa Pendidikan Bahasa Inggris.

CHAPTER 1 INTRODUCTION This chapter consists of five parts. The first part is background of the study. In this part, there are basic reasons why the researcher analyzes the novel, Mary

  (1990) by Valerie Martin. The second part is objectives of the study. The third

  Reilly

  is problem formulation. The fourth is benefits of the study. In this part, the researcher spells out the benefits that this study may offer to the future researchers, for the readers of this study, and for the students of English Language Education Study Program. The last part of this chapter is definition of terms. In this part, the researcher gives the definition of some terms considered to be the key words of the proble ms that need to be answered.

1.1. Background of the Study

  Every human being has emotions. When a person thinks about events and situations, he or she can create emotion. Emotions give colour to life, move individuals to take action and help him or her to define his or her purposes and values.

  In our daily life, people express their emotions in various ways. Some of them show their emotions directly but some others tend to hide what they really feel at the moment. A person needs to be aware of another’s feeling since emotional sensitivity of each individual is different. If an individual does not show his or her emotions in a proper way it will surely lead to conflicts.

  There are conflicts in terms of violence, crime or chaos that happen everywhere recently. One of the causes of chaos between two groups in society is a feeling of dissatisfaction of life. For example, it can be seen from the news that is

  th

  found in Kompas daily newspapers last Thursday, May 6 , 2006. It was stated that there was a riot between villages in Jambi that caused 81 houses to be burnt. After being investigated, the main cause of this incident was uncontrolled disappointment expression of the village residents toward life that was getting worse day after day.

  Anarchism, then, was easily stimulated even by a small case which was done by the society who felt depressed because they did not have the means to overcome their problems. This example is just one of many other cases of conflicts that are caused by individuals or groups of people when they cannot control their emotions.

  Since every individual has different emotional sensitivity, people need to control their emotions to show how they are mature emotionally. This is like what Lawlor (1963: 37) points out that emotional control or emotional maturity cannot be a state in which one has no emotions but rather in which the emotions do not disrupt and destroy.

  Experiences influence human’s emotions. For this reason, Nalte says that if a child lives with hostility, he learns to fight. If a child lives with acceptance and friendship, he learns to find love in the world. Viewing this, when a person experiences a child abuse, the impact of the abuse affects his emotions even probably until his adult years. Child abuse is a harmful and serious action that should not happen. It leaves a bad memory which is known as a traumatic feelingto the victim.

  The untreated traumatic feeling of childhood surely become the frustrating episodes of adulthood. Relating to that, they need to struggle in dealing with their depression that focuses on their feelings or emotions. Thus, emotional maturity can develop in themselves. Some of those victims are successful but some others are not.

  Related to this, a novel as a type of literature is able to reveal such kind of human’s thoughts and emotions, like happiness, sadness, love, courage, and disappointment. By providing a story about various emotional experiences, a novel helps the readers to appreciate the world around them and even themselves. It enables the readers to develop a perspective on the events that occur around them and helps the readers become more human (Robert, 1989: 1-2).

  One of the novels that tell us about various emotional experiences of the characters is Mary Reilly, written by Valerie Martin. This novel is very interesting to read because there are a lot of aspects that can be analyzed from it such as psychological point of view and sociocultural- historical point of view. The researcher’s interest is in Mary, the major character and the narrator of the whole story. The researcher is interested in Mary because people can learn from her not to give up with limitations and difficulties in life. The main idea of this novel is Mary’s struggle in controlling her emotions as an adult which is related to traumatic feeling as a victim of physical and emotional child abuse.

  Both child abuse and depression have a causal influence on Mary’s emotional maturity. This is like what Pikunas says that maturity can be seen in a person who finds what she needs to adapt her self to all the aspects of reality she faces (1976: 300). Here, what Mary thinks, feels about herself, how she reacts towards events or problems, or how she views life, under the traumatic experience and depression appealing are very interesting to discuss. Hence, it is interesting to find out how experience and traumatic feeling may bring either favourable or unfavourable influence to her adult emotional maturity.

  Although Mary’s life seems sorrowful, this novel has much to say about how Mary inspires us to have hopes, dreams, and love. Mary tries hard not to get carried away in deeper sadness. She faces reality and struggles to deal with her limitation.

  Thus, the researcher is interested in analyzing this novel because it tells us about how a woma n struggles in dealing with her traumatic feeling resulted from child abuse and how her emotional maturity is seen through the major character, Mary, in the novel.

1.2. Objectives of the Study

  This thesis tries to find out the positive side of a person’s growth after being abused in her childhood. A woman, in this case, has a traumatic feeling, which is caused by physical and emotional abuse. Since traumatic feeling is very difficult to recover, the victims of child abuse have to try hard in accepting the reality and facing problems that possibly occur because child abuse remains some impacts. Example of the impacts of child abuse can be depression. When a person is depressed, it influences her emotion. Viewing this, she or he needs to control her or his emotion in order be mature emotionally.

  That is why this thesis tries to identify the description of Mary’s character in the novel based on theories of character and characterization. Besides, the researcher tries to analyze the way Mary, the major character, accepts the reality and the way she struggles in controlling her emotions as well.

  1.3. Problem Formulation

  In order to make the discussion specific, the thesis will focus on the problems formulated below:

  1. How is Mary’s character described in Valerie Martin’s Mary Reilly?

  2. How is Mary’s emotional maturity described in the novel?

  1.4. Benefits of the Study

  There are some benefits of the study that can be achieved by the readers, the students, the lecturers, and for the researcher herself. For the readers, particularly for the victims of child abuse, this study is useful for them. Since this study analyzes the emotional maturity, it gives them description on how they should try to deal with traumatic feeling caused by unpleasant experiences particularly child abuse and find the best ways to resolve the problems that may occur in the future.

  For the students of English Language Education Study Program or the next researchers, hopefully this thesis can be used as a reference or consideration if they want to study the same novel. For the lecturers, in order to be more beneficial, the lecturers may use the texts or the whole novel in the implementation of English teaching. The texts can be used as materials for teaching Extensive Reading I and Speaking IV to the fourth semester students, particularly, of English Language Study Program.

  The last is for the researcher herself. By analyzing it, the researcher finds out description on emotional maturity that everybody needs to establish particularly for them who have problems with traumatic feeling.

1.5. Definition of Terms

  In order to avoid misunderstanding, considering that a word may be perceived in different meanings, the writer will give definition of the important key words.

  1. Character

  Stanton (1965: 17) states that the term ‘character’ is used in two ways: firstly, it gives a particular description about the individual who appears in the story and secondly, it refers to the mixture of interest, desire, emotions and moral principles that form the individuals. In this study, character is defined as a brief description of a personage in literary works who has interest, desire, emotions and moral principles that is presented by the author through the way he or she acts or talks.

  2. Trauma

  Putnam as quoted in Wilson, Nathan, and O’Leary (1995: 550) state that trauma is a syndrome caused by unpleasant experiences such as child abuse, disaster, disease, etc. Anxiety symptoms in term of trauma may include intrusive memories that come suddenly and unwillingly, numbing of sensations, and withdrawal. In addition, long-term consequences of physical and emotional child abuse in term of difficulty in adulthood can be in physical closeness, touching, intimacy, trust, feeling of low self-esteem, depression, and negative view of life.

  3. Adult

  According to Pikunas (1976: 403) an adult means a post adolescent person whose growth is completed in most aspects of development and who is capable of satisfactory reality testing and adjustment to self and environment.

  4. Emotional Maturity

  Solomon as quoted by Skolnick (1983: 210) says that emotions are feelings created by complex structures of experiences. Related to this, a state of emotional maturity may proper to the age of a person and marked by a relatively stable and moderate emotional reactivity to affect-and mood-eliciting stimuli. Seeing from the age, the task of self-control begins early but extends well into the twenties (Pikunas, 1976: 403).

CHAPTER 2 REVIEW OF RELATED LITERATURE This chapter is divided into four main parts. The first part provides literary

  theories, which particularly cover the critical approach in literary study, theories of character and theory of characterization. The second part provides theories of related study. They are the theory of child abuse and the theory on adult maturity. The third part contains criticism from some reviews that are related to the subject of the study.

  The last part is the theoretical framework that discusses the application of the theories, which are important for the analysis of the problems.

2.1. Review of Literary Theories

  This part consists of some theories related to literature that are important to support my analysis. They are: The Critical Approaches in Literary Study, Theory of Character, and Theory of Characterization.

2.1.1. The Critical Approaches in Literary Study

  Since the novel teaches us some life lessons through the values inside, the story of the work should be evaluated.

  According to Rohrberger and Woods (1971: 6-13), we need to employ a means called critical approach in order to have a reasonable point of view. It is because by using critical approach, we can understand better on how the literature is shaped and what the literature means. They mention five kinds of critical approaches.

  The first approach is formalist approach which is totally emphasized on the literary work without reference to its social background and focuses on its aesthetic value and is concerned with the harmony of all parts to the whole. The second is biographical approach which argues that it is important to appreciate the ideas and personality of the author to an understanding of the literary subject. The third is sociocultural – historical approach which leads us to analyze a novel in reference to the civilization or attitudes and actions of specific group of people that produce the novel. The fourth approach is mythopoeic approach that tries to discuss certain universally recurrent patterns of human thought in significant work of art with expression basic to human thought and have meaning for all men. The last is psychological approach which leads us to analyze the novel from the psychological point of view of human beings. That is from the organizations of thought and feeling of the character.

  In analyzing this novel, the approach applied is psychological approach. This approach is used in terms of the psychological aspects to analyze Mary’s struggle in controlling her emotions that shows her adult motional maturity. This psychological approach also leads to explanation of human motivation, personality, and behavioural pattern that is described in the literary work.

2.1.2. Theory of Character A character plays an important role in a literary work such as in a novel.

  Every character that is described by the author in his or her work is the reflection of people in real life as it is stated by Holman and Harmon (1986: 81). They define character as a complicated term that includes the idea of the moral constitutions of the human personality, the presence of moral uprightness, and the simpler notion of the presence of creatures in art that seems to be human beings. In addition, Abrams (1981: 20) defines a character as the person presented in a dramatic or narrative work, who is represented by the reader as being endowed with moral and disposition qualities that are expressed in what the character says-the dialogue and by what a character does-the action. This statement is similar to the definition according to Holman and Harmon. The similarity is that the person who is created by the author has certain qualities in him. Abram says that these qualities could be seen through what he or she says in the conversation and from his or her action in the novel.

  Henkle (1981: 88-97) points out that characters can be categorized as major and secondary characters. Major character is the most important and complex in a literary work like a novel. More attention is directed to him, either by the author or by the other characters. The major character is the key of the story and upon them the readers build expectations desire to read.

  Different from major characters, secondary characters are character whose functions in a novel are limited. Understanding the characterization of secondary characters directs to the deeper comprehension about the major character as the center focus of the story. In general, secondary characters may be less sophisticated. Therefore, their actions, speech, or role in the story will be emphasized but less in complexity. Their function is as the reference of the major character.

2.1.3. Theory of Characterization

  The character that would be analyzed is unique in the sense that her traits are different from the others. In order to emphasize the uniqueness of the characters to be accepted by the reader, the characters in the story should be presented through characterization.

  Murphy (1972: 161-173) states that there are nine ways in which the author of the novel attempts to make his characters understandable for the readers. They are personal description, characters as seen by another, speech, past life, conversations of others, reactions, direct comment, mannerism and thoughts. Here, the researcher will explain those kinds of characterization in brief.

  1. Personal description.

  It deals with a person’s detailed physical appearance. We can know the character of a person in a literary work from the facial expression or the way a person dresses or clothes which he or she wears.

  2. Characters as seen by another.

  The author uses another character’s eyes or opinion to judge or to determine the certain person’s traits. From the other characters’ opinions about him or her, we can obtain a lot of information about what kind of the presented person is.

  3. Speech.

  We can know a person’s character in a literary work from what his saying is or her sayings is, from his style or her style of speech, from the way he or she talks to other people, the way he or she gives opinion and the way he or she expresses his or her ideas or feelings.

  4. Past life The author gives us clues to events that can help to shape a person’s character. It can be seen through the comment of the author directly, the person’s thought, through a conversation with another, and through a medium of another person.

  5. Conversation of others We can know a person’s characteristics from the conversation of others characters about him or her and the things they say can be a clue to a person’s character. As it is in our daily life that people talk about other people in which it often gives us hints on someone’s character.

  6. Reaction.

  We can recognize the character in literary work through how a person reacts to certain events or situations. The character can be sad, happy, or angry in facing an event or in dealing with problems.

  7. Direct comment.

  We can know a person’s character from the direct comment from the author in his or her literary work.

  8. Thoughts.

  The author gives direct knowledge of what a person is thinking about or how he or she feels in a literary work. By this kind of characterization, the author acts as if he was knowing everything. The author can tell the readers what different people are thinking.

  9. Mannerism.

  The author can also describe a person’s character from his or her manner, habit, and idiosyncrasies, which may also tell us something that help us in understanding the characters in the novel. These ways of characterization will help the author to present his or her characters and the readers to understand the message as well.

2.2. Review of Related Theories

  This part consists of The Theory of Child Abuse and The Theory of Adult Emotional Maturity.

2.2.1. Theory of Child Abuse

  In this theory, the researcher provides some important explanation about child abuse. In this part, the researcher explains kinds of child abuse and the impact of child abuse.

2.2.1.1. Kinds of Child Abuse This thesis will discuss the struggle of a woman in controlling her emotions.

  Her emotions are influenced by her trauma as a result of an abusive childhood.

  Wolfe, quoted in Wilson et.al (1995: 551) states that child abuse can be neglect, physical abuse, emotional abuse and sexual abuse. The most prevalent form of child abuse is neglect, which means failure or inadequate supervision and lack of attention of a parent or caregiver to provide minimal care and support for a child. Physical abuse refers to non-accidental injuries that result from the behaviour of caretakers. Another infrequently discussed form is child emotional abuse, a term that generally refers to being harsh, critical, and overly demanding toward the child. While sexual abuse is sexual activity forced or imposed on a child.

2.2.1.2. The Impact of Child Abuse

  Child abuse is a traumatic experience. Trauma is a syndrome caused by unpleasant experiences. For example, a syndrome suffered by a person who becomes a victim of child abuse, rape, disaster, disease, crimes, etc on her or his past life.

  According to Leitenberg, Greenwald, and Cado (1992), it seems that children who attempt to deal with their abuse directly have fewer problems that those who do not. The study of children who had been sexually abuse, found that denial and suppression were both highly correlated to having psychological problems.

  Specifically, physical abuse may result in some problems. First is difficulty in establishing intimate personal relationships. Second is difficulty in adulthood with physical closeness, touching, intimacy, or trust. Third is high level of anxiety, depression, substance abuse, medical illness, or problems at school or work. The last is becoming an abusive parent or caregiver. Therefore, long-term consequences of physical child abuse might be in form of some unpleasant conditions. They are long- term physical disabilities, for example, brain damage or eye damages, disordered interpersonal relationships, for example, difficulty in trusting others within adult relationships or violent relationships, a predisposition to emotional disturbance, feeling of low self-esteem, depression, an increase potential for child abuse as a parent, drug or alcohol abuse, and an antisocial behaviour.

  Putnam, quoted in Wilson et.al (1995:553), says that those who have ever been abused might probably experience a dreadful sensation remembering the uncontrolled memories of the abuse that come suddenly and unchecked. They also tend to withdraw themselves from others because they are embarrassed to be different. Although being abused puts children at grater risk for a variety of problems, some children cope better than others in dealing with their trauma.

  In addition, Prieto et. al. as quoted in Alley (2005: 468) say that the symptoms are similar to those of adult depression: a sad or hopeless mood, a negative view of life, or concentration problems. Adolescents are more likely to contemplate, attempt, and complete a suicide. Generally, women who remain distressed into adulthood require treatment that focuses on their feelings and reactions to the abuse because they tend to continue to search for meaning.

  To sum up, traumatic experiences can produce feelings of anxiety, depression, despair, hopelessness, reoccurring anger, self-blame, guilt, and shame, as well as sexual dysfunction, compulsive or aggressive behaviours, and concentration problems.

2.2.2. Theory of Adult Emotional Maturity

  In this part, the researcher provides the theory of adult emotional maturity to support in answering the description of Mary’s emotional maturity. This includes the criteria of adult maturity.

  The first two decades of life are preparation for maturity. In growing up, the organism and personality reach and begin to operate on progressively advanced levels of maturity. Maslow as quoted in Pikunas (1976: 300) defines maturity in terms of the improvement of the humanistic orientation where society is a potential place to humanistic development of the individual. Maturity can be seen in a person who finds what he needs to adapt himself to all the aspects of reality he faces. In other words, he is becoming a fully functioning person who trusts himself and accepts his own experiences.

  The criteria of adult maturity include differential responsiveness, interdependence, participative activity, application of knowledge and experience, dealing constructively with frustration, moral character, communication of experiences, sensitivity to the needs of others, and willingness to assume adult responsibilities. Pikunas (1976: 298-304) states criteria of maturity as follows.

1. Differential Responsiveness.

  Child and adolescent have a different kind of responsiveness toward everything surround them if compared to the mature people. Intellectual development and particularly various ways of learning enable the child and adolescent to expand and improve his or her understanding of the variety of experiences to which the growing person is exposed contributes to the enlargement of familiarity with the many details of his environmental situations. This variety of experience and knowledge represents a capital gain for feelings of satisfactory and self-reliance.

  Maturity of response in various situations depends on previous experience and the range of one’s pertaining to each situation.

  2. Interdependence.

  Growth in independence from significant person in one’s life is a kind of psychosocial weaning. In approaching maturity, however, the adolescent must break away from dependence on the peer groups in order to integrate himself into adult society as a self-reliant individual. It means that a mature person is person who is able to integrate himself into an adult society without being secluded. The example is if a husband or a wife relies too much on the partner for emotional support, they cannot continue to grow emotionally.

  3. Participative Activity.

  The mature adult is able to act on his or her initiative, set goals, and involve the whole person in activities. Individual responds better to challenge and stimulation than he does to routine. The self-knowledge, active engagement of abilities and experimentation with one’s potential can help the person to shape himself to an appropriate kinds of activity.

  4. Application of Knowledge and Experience.

  In education, constant self- examination is necessary to improve the perspective of what is worth knowing and how to apply knowledge.

  Previous experience and knowledge can be valuable if they use it as sources of learning and for their behaviour. The mature person establishes the locus of evaluating himself.

  5. Communication of Experience.

  Personal adequacy is determined by the ability to relate experiences satisfactory, especially emotionally significant experiences. A limited ability or willingness to communicate with significant others can limit their relationships. In other words, a mature person has a capacity to relate positively to life experiences.

  6. Sensitivity to the Needs of Others.

  Sensitivity to the needs of others develops during childhood but does not reach any depth before adolescence. The observation of others often leads to deep insight relative to the needs of others. This sensitivity tends to decrease with advancing age. In old age, self-concern deepens and usually constricts the direction of personal interest of others. An adult may attain a level of control that permits constant service to the needs of others.

  7. Dealing Constructively with Frustration.

  One of the major signs of maturity is the increasing ability to delay the gratification of psychological needs and to control or tolerate disappointment, deprivation, anxiety, and frustration in general. As the adult becomes better able to cope with and solve the problems, he advances toward the attainment of maturity. He learns ways to express his drives and emotions without hurting others or him self.

  8. Willingness to Assume Adult Responsibilities.

  A young adult has to develop his abilities and advance his readiness to assume personal responsibilities pertaining to his status, duties, and obligations. Frequently willingness to assume responsibilities involves sacrifice and courage on the part of the young person. He must learn to overcome fear of failure, ignorant moods and feeling of disgust or apathy.

  9. Moral Character.

  People will always be influenced by moral value of a certain society. It means that a mature person is a person who is able to behave mannerly according to values of a certain society. Moral character adds much to the humanization of the adult and to the control of his own destiny. He comes to the realization that the decision he makes must be valid for the rest of his life.

  All of the criteria mentioned above are the process of mental growth and it becomes clear that mental abilities are complex both in their nature and in their causes. With growth, abilities change in nature as they become increasingly complex and as they move from concrete to abstract processes. Therefore, this mental growth leads a person to achieve a level of emotional maturity which can be reflected through his behaviours.

  According to Pikunas (1976: 403), a state of emotional maturity may proper to the age of a person and marked by a relatively stable and moderate emotional reactivity to affect-and mood-eliciting stimuli. Seeing from the age, the task of self- control begins early but extends well into the twenties.

2.3. Criticism

  As a work of literature, this novel is surely evoking some criticisms. The aspects and topics of the novel cover wide discussions for the critics. The critics that focus on literary aspects of the novel discuss its plot, characterization, language or theme. While the critics that focus on topics of the novel discuss emotion, romance, social class structure, and many others.

  The first criticism comes from Margaret Atwood as stated in the front page of the novel.

  From its startling first scene to the final, provocative paragraph, this highly original view of the Jekyll and Hyde story is a feat of narrative engineering, spare and atmospheric, the story is a dark, absorbing symphony. Mary Reilly is an unforgettable character. Martin’s striking imagination grows more powerful with each of her accomplished novels. By her statement, she notes that this novel is a psychological portrait of an unusual and sympathetic woman. Seeing from the paragraph, it is a provocative paragraph which can be seen from the beginning to the end of the story. Through the character of Mary, the story raises in a mysterious, dark and absorbing fiction. This critic relates to the topic of this study that talks about the description of Mary’s character.